Lisa L Moore

Lorde and Rich

Two of the twentieth century’s most important American poets were also among our foremost feminist theorists. In this class, we will read widely in the literature of Audre Lorde and Adrienne Rich, seeking to understand the unique status of poetry in the civil rights, gay liberation, and women's movements of the late twentieth century, the contributions of Black, queer, and feminist poetics to literary history, and the continuing relevance of Lorde and Rich to contemporary intersectional feminist and queer studies.  This class is appropriate for those seeking greater familiarity with feminist anti-racist thinking, lesbian-feminist and queer studies, and poetry and poetics.

E 370W l 8-Gay and Lesbian Literature and Culture

Instructor:  Moore, L

Unique #:  35620

Semester:  Spring 2020

Cross-lists:  WGS 345.30

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: In this course, we will examine the tradition of lesbian, gay, bisexual, transgender and queer self-representation in English through literary texts that document the emergence of a queer literary tradition and community.  Writing assignments will emphasize careful close reading and formal analysis of these texts in two short papers; both of these papers will be revised. Our final project will be an in-class reading and performance of student writing.

Texts:  Baldwin, Giovanni's Room; Brown, Rubyfruit Jungle; Walker, The Color Purple; Rich, selected poems; Lorde, Zami: A New Spelling of my Name; Anzaldua, Borderlands/La Frontera; Kushner,Angels in America Part I: Millenium Approaches; Bridgforth, Love/Conjure Blues; Chee, Edinburgh; Bechdel, Fun Home: A Family Tragicomic; Corral, Slow Lightning; Diaz, When My Brother Was an Aztec.

Films: Schiller, Rosenberg,Before Stonewall; Scagliotti, After Stonewall; Van Sant, Milk.

Requirements & Grading: Two Blackboard posts (100 words each) per week (14 weeks): 20% of final grade; Two 3-5-page essays: each 20% of final grade; Performance as a peer editor: 10% of final grade; Final group presentation: 10% of final grade.

Instructor:  Moore, L

Unique #:  35020

Semester:  Fall 2018

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  none

Description:  What does literature actually do?  In this course, we will examine the role of literature as what philosopher Kenneth Burke calls “equipment for living.”

What does literature actually do?  This semester, we will examine the role of literature as what philosopher Kenneth Burke calls “equipment for living.”  The format for our exploration will be community-based learning. Community-based learning has a rich tradition of theory, practice and scholarship.  It can be defined as “an intentional pedagogical strategy to integrate student learning in academic courses with community engagement.  This work is based on reciprocal and mutually beneficial partnerships between instructors, students, and community groups.  The goal is to address community-identified needs and ultimately create positive social change.  Critical reflection is an essential component of community-based learning; it serves to enhance students' learning of course content, understanding of the community, and sense of civic agency.”  In this course, we will ask how the special properties of literature—storytelling, poetry, empathy, compassion, and beauty expressed through language—can be of service in community settings.

This semester, each student will serve as a Reading Buddies for Communities in Schools of Central Texas.  (Please contact the instructor if you have any concerns about the criminal background check that is required of all CIS volunteers.)  Each student will choose a regular time during the week to read to one child (aged K-2^nd) for an hour.  The Reading Buddy assignments will be made by Communities in Schools.  In our UT classroom, meanwhile, we will examine literary masterpieces that document the transformative power of reading and writing, and we will also learn about the history and conventions of children’s literature.  Students can expect to complete this semester having with increased knowledge of literature from diverse communities in the United States; with increased understanding of the history and emergence of children’s literature; with the ability to analyze and understand the cultural and literary aspects of children’s picture books; with improved writing skills, visual analysis skills, and skills of self-reflection; with knowledge of the practice and principles of community-based learning; and having contributed to efforts to enhance literacy at an underfunded Austin elementary school.

Students are responsible for getting themselves to and from the community site safely and punctually.  I encourage you to carpool, to use Austin Capital Metro, or to use RideAustin or another rideshare service.

The community-based learning model assumes that teaching and learning takes place both on campus and in the community.  It is not a model of “outreach” or “service” but of collaboration and mutual benefit.  For that reason, your major assignment in this course will be to collaboratively create a children’s picture book with your Reading Buddy. Your Reading Buddy will keep a copy of this assignment as a souvenir of their time with you.

Texts/Readings:  Family Pictures/Cuadros de Familia (Children’s Book Press, 2005, Carmen Lomez Garza); Tar Beach (Knopf, 1991, Faith Ringgold); The Little Island (Dragonfly Books, 1993, Margaret Wise Brown); Caps for Sale (Harper Collins, 1987, Esphyr Slobodkina); Mother Goose or The Old Nursery Rhymes (CreateSpace, 2017, ill. Kate Greenaway); Life Story (Houghton Mifflin, 2009, Virginia Burton); The Good Luck Cat (Harcourt, 2000, Joy Harjo); The Red Book (HMH, 2004, Barbara Lehman).

Requirements & Grading:  Assignments:

Reading Journal consisting of three Canvas discussion posts (100 words each) per week (14 weeks): 30% of final grade.  One post each week will be about your Reading Buddy experience, one will be about the literary and critical texts on the syllabus, and one will be a response to a classmate’s post.

Write a Picture Book Assignment worth 30% of final grade.

Close Reading Essay (750-1000 words, on one of the novels we are reading this semester): 10% of final grade

Attendance and Participation in Class and at Community Site (Elementary School): 20% of final grade

Instructor:  Moore, L

Unique #:  81435

Semester:  Summer 2018, second session

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

Description:  In this class, we will read five of Jane Austen’s six classic novels, considering them in historical and literary context. Students will learn about Austen’s place in literary history, the characteristics of the novel form, and the historical and cultural factors that shaped her fiction. Throughout, we will ask what Austen’s novels have to teach us as contemporary readers in a different world—or is it?

Texts:  Sense and Sensibility, Pride and Prejudice, Emma, Mansfield Park, Persuasion.

Requirements & Grading:  Two 150-word Canvas Reading Journal entries per week, for a total of 40% of the final grade; a class presentation worth 20% of the final grade (date to be assigned in class; and a take-home final exam worth 40% of the final grade.  Attendance is required.

Description:

Over the course of two semesters, we will trace the emergence of a tradition of women's writing in English from the Middle Ages to the present. We will follow the path of the English language along the routes of trade and colonialism as become a global phenomenon representing literary traditions all over the world. Along the way, we will ask how the literary record documents women's changing status and ongoing challenges and achievements in different national and regional contexts.  Students can expect to finish this course with a broad knowledge of British, American and Anglophone literary history, familiarity with the major genres of literature in English, skills in literary and cultural analysis, and an introduction to the role of gender in the cultures of the English-speaking world.

In the fall semester (303C) we will focus on literature from the Middle Ages to the end of the nineteenth century; in the spring (303D) we will study works from the twentieth and twenty-first centuries.

This course will include a service learning component. Class members will work with Austin Communities in Schools by serving one hour a week as a Reading Buddy for a kindergarten through 3^rd-grade student in the Austin Independent School District.

Texts:

Margery Kempe, The Booke of Margery Kempe, Norton (14^th century)

Clarke, ed. Isabella Whitney, Mary Sidney and Aemilia Lanyer:  Renaissance Women Poets, Penguin (16^th century)

Aphra Behn, Oronooko, The Rover and Other Works, Penguin(17^th century)

Caretta, ed., Phillis Wheatley: Complete Writings, Penguin (18^th century)

Emily Dickinson, The Poems of Emily Dickinson: Reading Edition, Harvard Belknap (19^th century)

The following book is available at Book Woman Bookstore; you may purchase it there as part of your assignment for your Week IV Reading Journal.

Jane Austen, Persuasion (18^th -19^th century) (Norton)

Assignments:
- Reading Journal consisting of two Canvas discussion board posts (250 words each) per week (12 weeks):  20% of final grade

- Three 3-5 page Creative/Analytic Assignments: each 20% of final grade

- 3-5 page Reflection Paper on Reading Buddy experience:  10% of final grade

- Final group presentation:  10% of final grade

About the Professor:
Lisa L. Moore, Archibald Hill Professor of English and Professor of Women’s and Gender Studies, is the author of Sister Arts: The Erotics of Lesbian Landscapes (Minnesota, 2011), which won the Lambda Literary Award.  She has written or edited four other books and over fifty articles and essays, and is an award-winning poet. Her teaching has been recognized by six teaching awards. She is also the recipient of the Milburn Award for GLBTQ Achievements, the Undergraduate Research Apprenticeship Mentor Award, and the Outstanding Contribution to Academic Service Learning Award. She first taught Plan II World Literature in 1994 and has loved it ever since.

Transatlantic Feminisms in the Age of Revolutions

Between the English Revolution of 1689 and the Irish Rebellion of 1798, the transatlantic world was rocked by industrial and political change.  The emergence of the Enlightenment values of equality, liberty, and justice took place alongside the rise of capitalism, slavery, imperialist violence, and the exploitation of natural resources.  Throughout this period, women seized opportunities to argue for an expansion of their roles and rights in the experimental post-revolutionary political systems that were being devised. But repeatedly, revolutionary promises failed to extend to women as citizens. This course examines feminist writing in a variety of genres produced in the English-speaking Atlantic world of the eighteenth century, including materials from Britain, British North America, the British Caribbean, Native North America, and the African diaspora.

What were the major concerns of eighteenth-century writers critical of the condition of women in their time?  How do such writers contribute to, and/or contest, emerging categories of nation and citizenship? What is the relationship between writing about women’s rights and critiques of slavery and imperialism?  What difference does genre make to how women are represented and advocated for?  How do letters, transcribed narratives, and popular periodical verse, as well as polished verse satire, novels, and philosophical tracts, broaden our definitions of the “literary”?  And how do the various “Englishes” used in writing by slaves, free women of color, Native women, bluestockings, Loyalists and Patriots, and colonial planters challenge our definitions of eighteenth-century “English” literature?  Is there a “feminist Atlantic” in eighteenth century literature?

This course will be of interest to English department students in the Women, Gender and Literature, Ethnic and Third World Literature, Eighteenth-Century and American Literature concentrations. It will also be useful to students outside the English department as a historical background for modern feminist thought and an opportunity to learn about cultural studies methods from a literary perspective.

PROFESSIONAL DEVELOPMENT

There will be a significant professional development component to this course.  Assignments will be structured to give students practice with the skills of the professional academic, and the final assignment for the entire class will be the planning and participation in a one-day conference featuring keynote speaker George Boulukos, author of The Grateful Slave: The Emergence of Race in the 18th Century (Cambridge, 2008) and editor of The Life and Adventures of Thomas Hammond (Virginia, 2017).  All students will thus complete the class with a(n additional) conference paper on their CVs.  Attendance at all conference activities is a class requirement.

Instructor:  Moore, L

Unique #:  34750

Semester:  Fall 2017

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  One of the following: CRW 325 (or E 325), 325F (or E 325F), 325M, 325P (or E 325P).

Description:  In this course, we will learn to read like writers.  We will read a range of classic and contemporary poetry and fiction in order to become appreciative and accurate observers of literary form—of how literary language works, not just what it says--and learn to recognize and employ effective techniques from fiction and poetry.  Whether students come in with a primary interest in fiction, poetry, both, or other genres, they will practice poetic and fictional strategies to build their writing skills and add to their literary repertoires.  Students can expect to read excerpts and/or single works from novelists and short story writers such as Austen, James, Woolf, Auster, Kundera, Fowles, Ishiguro, Munro, and Lahiri; and poets such as Shakespeare, Keats, Shelley, Thomas, Merrill, Hacker, Rios, Kizer, Wong, Corral, Brooks, Rukeyser, and Duffy.  By the end of the semester each student will have completed exercises in 15 different literary forms or genres and revised seven of these into a portfolio of their best work.

Texts:  Anne Lamott, Bird by Bird: Some Instructions on Writing and Life; David Lodge, The Art of Fiction; Mark Strand and Eavan Boland, The Making of a Poem: A Norton Anthology of Poetic Forms; Alice Munro, Runaway; Jhumpa Lahiri, The Interpreter of Maladies; Marilyn Hacker, Love, Death, and the Changing of the Seasons; Eduardo Corral, Slow Lightning.

Requirements and Grading:  Weekly Online Practice Journal (250 words): 20% of final grade; 30-minute Class Presentation 20% of final grade; Mid-term portfolio submission: 20% of final grade; Final portfolio submission: 40% of final grade.

Instructor:  Moore, L

Unique #:  35380

Semester:  Spring 2017

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

Description:  In 1660, King Charles II was “restored” to the British throne after the only period in history in which England was not a monarchy, but instead a Commonwealth ruled by the Puritan Oliver Cromwell.  In 1832, the passage of the Reform Act significantly diminished the power of a small group of aristocrats to control Parliament, and almost doubled the number of British citizens entitled to vote.  The literature of this exciting period records how it feels to live through world-historical changes such as these.  What changed, and for whom, in the “Age of Revolution?”  What traditions persisted?  In this class, you will sharpen your skills of literary analysis in order to understand what the fiction, poetry, and drama of the period has to tell us about these questions.

This class does NOT carry the writing flag.

Texts:  John Milton, Paradise Lost (Norton) • The Broadview Anthology of British Literature Vol. 3: The Restoration and The Eighteenth Century • The Broadview Anthology of British Literature: The Age of Romanticism • Jane Austen, Persuasion (Norton)

Requirements & Grading:  Six 30-minute open-book quizzes worth 10% each for a total of 60% of your final grade.  These quizzes will be completed out of class and taken online via Canvas.  A 5-10 minute in-class presentation worth 10% of your grade.  A 3-5-page final paper worth 30% of your final grade.

CRW 330  l  Literature for Writers

Instructor:  Moore, L

Unique #:  34425

Semester:  Fall 2016

Cross-lists:  n/a

Restrictions:  CRW Certificate students

Computer Instruction:  No

Prerequisites:  One of the following: CRW 325 (or E 325), 325F (or E 325F), 325M, 325P (or E 325P).

Description:  In this course, we will learn to read like writers.  We will read a range of classic and contemporary poetry and fiction in order to become appreciative and accurate observers of literary form—of how literary language works, not just what it says--and learn to recognize and employ effective techniques from fiction and poetry.  Whether students come in with a primary interest in fiction, poetry, both, or other genres, they will practice poetic and fictional strategies to build their writing skills and add to their literary repertoires.  Students can expect to read excerpts and/or single works from novelists and short story writers such as Austen, James, Woolf, Auster, Kundera, Fowles, Ishiguro, Munro, and Lahiri; and poets such as Shakespeare, Keats, Shelley, Thomas, Merrill, Hacker, Rios, Kizer, Wong, Corral, Brooks, Rukeyser, and Duffy.  By the end of the semester each student will have completed exercises in 15 different literary forms or genres and revised seven of these into a portfolio of their best work.

Texts:  Anne Lamott, Bird by Bird: Some Instructions on Writing and Life • David Lodge, The Art of Fiction • Mark Strand and Eavan Boland, The Making of a Poem: A Norton Anthology of Poetic Forms • Alice Munro, Runaway • Jhumpa Lahiri, The Interpreter of Maladies • Marilyn Hacker, Love, Death, and the Changing of the Seasons • Eduardo Corral, Slow Lightning.

Requirements and Grading:  Weekly Online Practice Journal (250 words): 20% of final grade; 30-minute Class Presentation 20% of final grade; Mid-term portfolio submission: 20% of final grade; Final portfolio submission: 40% of final grade.

Description:

In this course we will trace the emergence of a tradition of women's writing in English from the Middle Ages to the present. We will follow the path of the English language along the routes of trade and colonialism as become a global phenomenon representing literary traditions all over the world. Along the way, we will ask how the literary record documents women's changing status and ongoing challenges and achievements in different national and regional contexts. Students can expect to finish this course with a broad knowledge of British, American and Anglophone post-colonial literary history, familiarity with the major genres of literature in English, skills in feminist literary and cultural analysis, and an introduction to the role of gender in the cultures of the English-speaking world.

In the fall semester (303C) we will focus on literature from the Middle Ages to the end of the nineteenth century; in the spring (303D) we will study works from the twentieth and twenty-first centuries.

Texts/Readings:

Fall
Kempe, The Booke of Margery Kempe 

Clarke, ed. Isabella Whitney, Mary Sidney and Aemilia Lanyer:  Renaissance Women Poets 
Behn, Oronooko, The Rover, and Other Works Caretta, ed., Phillis Wheatley: Complete Writings 

Austen, Persuasion

Franklin, ed. The Poems of Emily Dickinson, Reading Edition

Spring

Virginia Woolf, Mrs. Dalloway
Anne Sexton, Complete Poems, ed. Maxine Kumin 
Alice Munro, Lives of Girls and Women 
Maxine Hong Kingston, The Woman Warrior 
Toni Morrison, Beloved 
Arundhati Roy, The God of Small Things 
Sally Morgan, My Place
Chimizu Adichie, Half of a Yellow Sun 
Sullivan, Wendt, Whatiri, Contemporary Polynesian Poetry in English
Alison Bechdel, Fun Home 

Assignments:
Fall
Two Blackboard posts (100 words each) per week (14 weeks):  20% of final grade
Three 3-5 page Creative/Analytic Assignments: each 20% of final grade
Performance as a peer editor:  10% of final grade
Final group presentation:  10% of final grade

Spring
Two 250-word Blackboard posts per week, for a total of 15% of the final grade
A close reading, worth 10% of the final grade
An analysis of secondary criticism, worth 10% of the final grade
An archival assignment, worth 10% of the final grade
A term paper abstract, worth 10% of the final grade
An annotated bibliography, worth 10% of the final grade
A 8-10 page term paper, worth 30% of the final grade (includes revision)
Performance as a peer editor, worth 5% of the final grade

About the Professor:
Lisa L. Moore, Archibald Hill Professor of English and Professor of Women’s and Gender Studies, is the author of Sister Arts: The Erotics of Lesbian Landscapes (Minnesota, 2011), which won the Lambda Literary Award.  She has written or edited four other books and over fifty articles and essays, and is an award-winning poet. Her teaching has been recognized by six teaching awards. She is also the recipient of the Milburn Award for GLBTQ Achievements, the Undergraduate Research Apprenticeship Mentor Award, and the Outstanding Contribution to Academic Service Learning Award. She first taught Plan II World Literature in 1994 and has loved it ever since. 

E s349S  l  1-Jane Austen

Instructor:  Moore, L

Unique #:  82120

Semester:  Summer 2016, second session

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

Description:  In this class, we will read five of Jane Austen’s six classic novels, considering them in historical and literary context. Students will learn about Austen’s place in literary history, the characteristics of the novel form, and the historical and cultural factors that shaped her fiction. Throughout, we will ask what Austen’s novels have to teach us as contemporary readers in a different world—or is it?

Texts:  Northanger Abbey, Pride and Prejudice, Emma, Mansfield Park, Persuasion.

Requirements & Grading:  Two 150-word Blackboard posts per week, for a total of 40% of the final grade; a midterm worth 20% of the final grade; and a final exam worth 40% of the final grade.

At the crossroads of queer theory, poetics scholarship, and poetic craft lie a number of interesting questions. Is there such a thing as queer form or content in poetry?  Queer formalism?  Queer voice?  Queer material?  

To address these questions, we will revisit familiar members of the canon of American poetry such as Dickinson, Whitman, Stein and Crane, and also explore 20th- and 21st-century poets working in the context of lesbian and gay liberation, the rise of LGBT studies, the AIDS crisis, and contemporary queer culture. Students can expect to be introduced both to practical criticism (e.g. how to scan verse, how to identify, use, and analyze different poetic forms) and theoretical debates (e.g. the status of the lyric, the politics of formalism).  They will also read classic essays on gender and sexuality in the queer theory canon including Foucault, Lacan, Butler, and Sedgwick.  This is a survey course that begins with Whitman and Dickinson and may include  Hart Crane, Langston Hughes, Gertrude Stein, Elizabeth Bishop, Allen Ginsburg, Adrienne Rich, Audre Lorde, Marilyn Hacker, Cyrus Cassels, Eileen Myles, Thom Gunn, Rafael Campo,  and others.

This class is open to both M.A./Ph.D and MFA students.  The final assignment for the course is a student-organized day-long conference at which participants will give either an academic presentation or a poetry reading.

Description:

In this course we will trace the emergence of a tradition of women's writing in English from the Middle Ages to the present. We will follow the path of the English language along the routes of trade and colonialism as become a global phenomenon representing literary traditions all over the world. Along the way, we will ask how the literary record documents women's changing status and ongoing challenges and achievements in different national and regional contexts. Students can expect to finish this course with a broad knowledge of British, American and Anglophone post-colonial literary history, familiarity with the major genres of literature in English, skills in feminist literary and cultural analysis, and an introduction to the role of gender in the cultures of the English-speaking world. In the fall semester (603A) we will focus on literature from the Middle Ages to the end of the nineteenth century; in the spring ((603B) we will study works from the twentieth and twenty-first centuries.

Texts/Readings:

Kempe, The Booke of Margery Kempe (13th century)

Clarke, ed. Isabella Whitney, Mary Sidney and Aemilia Lanyer: Renaissance Women Poets (16th century)

Behn, Oronooko, The Rover, and Other Works (Aphra Behn, 17th century)

Hensley, ed., The Works of Anne Bradstreet (17th century)

Caretta, ed., Phillis Wheatley: Complete Writings (18th century)

Austen, Northanger Abbey (18th century)

Eliot, Middlemarch

Assignments:

Two Blackboard posts (100 words each) per week (14 weeks): 20% of final grade

Three 3-5 page Creative/Analytic Assignments: each 20% of final grade

Performance as a peer editor: 10% of final grade

Final group presentation: 10% of final grade

About the Professor:

Lisa L. Moore, Professor of English and Women’s and Gender Studies, is the author of Sister Arts: The Erotics of Lesbian Landscapes (Minnesota, 2011), which won the Lambda Literary Award and was a finalist for the Publishers' Triangle Award.  She has written or edited four other books and over fifty articles and essays, and is an award-winning poet. Her teaching has been recognized by six teaching awards. She is also the recipient of the Milburn Award for GLBTQ Achievements, the Undergraduate Research Apprenticeship Mentor Award, and the Outstanding Contribution to Academic Service Learning Award. She first taught Plan II World Literature in 1994 and has loved it ever since.

E 337E  l  British Literature: The Restoration through the Romantic Era

Instructor:  Moore, L

Unique #:  34456

Semester:  Fall 2015

Cross-lists:  n/a

Flags:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing

Description: In 1660, King Charles II was “restored” to the British throne after the only period in history in which England was not a monarchy, but instead a Commonwealth ruled by the Puritan Oliver Cromwell.  In 1832, the passage of the Reform Act significantly diminished the power of a small group of aristocrats to control Parliament, and almost doubled the number of British citizens entitled to vote.  The literature of this exciting period records how it feels to live through world-historical changes such as these.  What changed, and for whom, in the “Age of Revolution?”  What traditions persisted?  In this class, you will sharpen your skills of literary analysis in order to understand what the fiction, poetry, and drama of the period has to tell us about these questions.

Texts: The Broadview Anthology of British Literature: The Restoration and The Eighteenth Century • The Broadview Anthology of British Literature: The Age of Romanticism • Samuel Richardson, Pamela, or, Virtue Rewarded (Oxford) • Mary Shelley, Frankenstein (Norton)

Requirements & Grading: Three 3-5 page take-home essay examinations.

E 370W  l  8-Gay and Lesbian Literature and Culture

Instructor:  Moore, L

Unique #:  34885

Semester:  Spring 2015

Cross-lists:  WGS 345

Restrictions:  n/a

Computer Instruction:  No

Flags: Cultural Diversity in the U.S.; Writing

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: In this course, we will examine the tradition of lesbian, gay, bisexual, transgender and queer self-representation in English through literary texts that document the emergence of a queer literary tradition and political community. Writing assignments will emphasize careful close reading and formal analysis of these texts in two short papers; both of these papers will be revised. Our final project will be an in-class reading and performance of student writing.

Texts: Dickinson, selected poems; Whitman, selected poems; Forster, Maurice; Hall, The Well of Loneliness; Baldwin, Giovanni's Room; Brown, Rubyfruit Jungle; Winterson, Oranges Are Not the Only Fruit; Kushner, Angels in America Part I: Millenium Approaches; Bridgforth, Love/Conjure Blues; Chee, Edinburgh; Bechdel, Fun Home: A Family Tragicomic; Blanco, Looking for the Gulf Motel.

Films: Schiller, Rosenberg, Before Stonewall; Scagliotti, After Stonewall; Van Sant, Milk.

Requirements & Grading: Two Blackboard posts (100 words each) per week (14 weeks): 20% of final grade; Two 3-5-page essays: each 20% of final grade; Performance as a peer editor: 10% of final grade; Final group presentation: 10% of final grade.

Between the English Revolution of 1689 and the Irish Rebellion of 1798, the transatlantic world was rocked by industrial and political change.  The emergence of modern democratic capitalism and its concomitant values of equality, liberty, and justice took place against a backdrop of slavery, imperialist violence, and the raping of natural resources.  Throughout this period, women seized opportunities to argue for an expansion of their roles and rights in the experimental post-revolutionary political systems that were being devised, but repeatedly, revolutionary promises failed to extend to women as citizens. This course examines feminist writing in a variety of genres produced in the English-speaking Atlantic world of the eighteenth century, including materials from Britain, British North America, and the British Caribbean.   Our examination of these texts will allow us to ask such questions as:  What were the major concerns of eighteenth-century writers critical of the condition of women in their time?  How do such writers contribute to, and/or contest, emerging categories of nation and citizenship? What is the relationship between writing about women’s rights and critiques of slavery?  What difference does genre make to how women are represented and advocated for?  How do letters, transcribed narratives, and popular periodical verse, as well as polished verse satire, novels, and philosophical tracts, broaden our definitions of the “literary”?  And how do the various “Englishes” used in writing by slaves, free women of color, bluestockings, Loyalists and Patriots, and planter’s wives challenge our definitions of eighteenth-century “English” literature?  Is there a “feminist Atlantic” in eighteenth century literature?

The primary goal of this course will be to introduce students, especially those in the English department’s Women, Gender, and Literature concentration, to feminist theory and scholarship.   Teaching such a course at the current moment presents a pedagogical challenge; the field has now been established for long enough that it has a history, and texts that were once central to establishing the field are no longer so crucial.  In an attempt to address the challenge of both providing necessary background and addressing current debates, the course will pair “classic” texts with contemporary ones.  Along the way, we will aim to explore the intersections of feminism with psychoanalysis, poststructuralism, Marxism, critical race theory, queer theory, among other fields.  In recognition that “theory” has often now become embedded in the work of cultural analysis, the course will also use selected primary texts as case studies. 

Instructor:  Moore, L            Areas:  I / H

Unique #:  83750            Flags:  n/a

Semester:  Summer 2013, second session            Restrictions: Oxford Summer Program participants

Cross-lists:  n/a            Computer Instruction:  No

Prerequisites: Six semester hours of upper-division coursework in English.

Description: This course will focus on “Jane Austen’s landscapes.” The eighteenth century was the great age of English landscape gardens, and Jane Austen followed the debates about how best to “improve the estate” keenly. We will visit gardens Jane Austen knew and admired and consider how landscape theories affect the plots and characters of her four last novels. We will also consider biographical, historical, literary and feminist aspects of the novels of one of the great women writers in English.

Texts:Northanger Abbey, Pride and Prejudice, Mansfield Park, Persuasion.

Requirements & Grading: Four 150-word Blackboard posts per week, for a total of 60% of the final grade; a class presentation worth 40% of the final grade.

Instructor:  Moore, L            Areas:  II / E

Unique #:  35530            Flags:  Writing

Semester:  Spring 2013            Restrictions:  English Honors

Cross-lists:  LAH 350            Computer Instruction:  No

Only one of the following may be counted: E 350M (Topic: Sister Arts), 379M (Topic: Sister Arts: English Poetry, Painting, and Gardens, 1700-1832), 379S (embedded topic: The Sister Arts: Gardening, Poetry, and Painting in Eighteenth-Century England).

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This course examines the concept of the “sister arts,” the interrelated genres of poetry, painting, and garden design, in the English Enlightenment and Romantic periods. At the end of the course, students can expect to be familiar with important poems, paintings and gardens from the period; to be able to use the terms, definitions, and genres examined to analyze literary and visual culture; and to be more informed and skillful cultural critics. In addition, students will train themselves in visual analysis by completing simple drawing and design assignments, graded on what was learned rather than on artistic merit, and polish their skills in literary writing and research by completing a formal research paper.

Texts: Hunt and Willis, The Genius of the Place:  The English Landscape Garden, 1620-1820; The Longman Anthology of British Literature, Vol. 1C (The Restoration and Eighteenth Century); The Longman Anthology of British Literature, Vol. 2A (The Romantics and Their Contemporaries); Moore, Sister Arts: The Erotics of Lesbian Landscapes.

Requirements & Grading: Three Creative/Analytic Assignments worth 30% each of the final grade; One 15-minute Oral Presentation on your research, worth 15% of the final grade; Weekly 250-word Blog Posts, worth 15% of the final grade; A Final Research Paper, worth 35% of the final grade; Performance as a Peer Editor, worth 5% of the final grade.

18th-Century Poetry and Poetics

This course will survey the major poetic movements and achievements of Restoration and eighteenth-century Anglo-American verse, as well as introduce students to current debates in poetry scholarship.  We will look at both poetry and criticism from the period, considering topics such as the sublime and the beautiful, the sister arts debate, the rise of the poetess, neoclassical and other formalisms, the sonnet revival, and the origins of Romanticism.  Finally, we will consider how these issues inform current debates in poetics.

Authors considered may include Bradstreet, Dryden, Rochester, Behn, Pope, Swift, Finch, Wheatley, Johnson, Thompson, Barlow, Seward, Young, Smith and Robinson.

This class is open to both M.A./Ph.D and MFA students.  The final assignment for the course is a student-organized day-long conference at which participants will give either an academic presentation or a poetry reading.

Requirements:

Weekly online short writing assignments:  10% of final grade

Conference organizing:  10% of final grade

In-class oral presentation:  20% of final grade

Annotated bibliography:  20% of final grade

Abstract:  10% of final grade

Conference paper/Suite of poems:  30% of final grade

In this course, you will:

? become familiar with key terms within and authors of feminist analysis

? use WGS terms and concepts to analyze texts (archives, films, a novel, a public event)

? think for yourself and put your life and surroundings in conversation with our readings

? practice looking for and learning from transnational grassroots feminist activists

? journal about change and challenges created by a human rights framework for gender justice

? take part in our ongoing discussion about what WGS is and what possibilities it creates

Queer Poetics

At the crossroads of queer theory and poetics scholarship lie a number of interesting questions.  Is there such a thing as queer form or content in poetry?  Queer formalism?  Queer voice?  Queer content or material?  Through close examination of the poetry of such figures as Emily Dickinson, Walt Whitman, Hart Crane, Gertrude Stein, Cyrus Cassels, Carl Phillips, Marilyn Hacker, Rafael Campos, Black Took Collective and Gabrielle Calvocoressi, we will analyze the prosody and poetics of verse that can be said to address queer identities, perspectives, or aesthetics.  Class activities will be co-ordinated with the programming of the Texas Institute for Literary and Textual Studies (TILTS), whose 2011-12 theme is “Poets&Formalists.”

Requirements:

Students will organize and present their own research at a final day-long conference.

Conference organizing:  20% of final grade

In-class presentation:  20% of final grade

Annotated bibliography:  20% of final grade

Conference paper:  40% of final grade

Only one of the following may be counted: E 349S (Topic 1), 379M (Topic: Jane Austen), 379M (Topic: Jane Austen on Location).

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This course will focus on “Jane Austen’s landscapes.” The eighteenth century was the great age of English landscape gardens, and Jane Austen followed the debates about how best to “improve the estate” keenly. We will visit gardens Jane Austen knew and admired and consider how landscape theories affect the plots and characters of her four last novels.

Texts: (all by Austen, all required. It is recommended that you do as much reading as possible before the semester begins): Pride and Prejudice; Emma; Mansfield Park; Persuasion.

Requirements & Grading: Four 250-word Blackboard posts per week, for a total of 50% of the final grade; a class presentation worth 25% of the final grade; a final 3-5 page literary analysis worth 25% of the final grade.

Transatlantic Feminisms in the Age of Revolution

Between the English Revolution of 1689 and the Irish Rebellion of 1798, the transatlantic world was rocked by industrial and political change.  The emergence of modern democratic capitalism and its concomitant values of equality, liberty, and justice took place against a backdrop of slavery, imperialist violence, and the raping of natural resources.  Throughout this period, women seized opportunities to argue for an expansion of their roles and rights in the experimental post-revolutionary political systems that were being devised, but repeatedly, revolutionary promises failed to extend to women as citizens. This course examines feminist writing in a variety of genres produced in the English-speaking Atlantic world of the eighteenth century, including materials from Britain, British North America, and the British Caribbean.   Our examination of these texts will allow us to ask such questions as:  What were the major concerns of eighteenth-century writers critical of the condition of women in their time?  How do such writers contribute to, and/or contest, emerging categories of nation and citizenship? What is the relationship between writing about women’s rights and critiques of slavery?  What difference does genre make to how women are represented and advocated for?  How do letters, transcribed narratives, and popular periodical verse, as well as polished verse satire, novels, and philosophical tracts, broaden our definitions of the “literary”?  And how do the various “Englishes” used in writing by slaves, free women of color, bluestockings, Loyalists and Patriots, and planter’s wives challenge our definitions of eighteenth-century “English” literature?  Is there a “feminist Atlantic” in eighteenth century literature?

This course will be of interest to English department students in the Women, Gender and Literature and Ethnic and Third World Literature concentrations, as well as to students concentrating in British or American literature. It will also be useful to students outside the English department as a historical background for modern feminist thought and an opportunity to learn about cultural studies methods from a literary perspective.

PROFESSIONAL DEVELOPMENT

There will be a significant professional development component to this course.  Assignments will be structured to give students practice with the skills of the professional academic, and the final assignment for the entire class will be the planning and participation in a one-day conference.  Thus, all students will complete the class with a(n additional) conference paper on their CVs.  Attendance at all conference activities is a class requirement.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Cross-listed with WGS 345

Course Description: This course offers a context for understanding literature and other art forms created by and about LGBT people (lesbian, gay, bisexual and transgendered) in the English-speaking world. We will analyze LGBT self-representation through careful examination of texts that document queer cultural traditions and political communities. Writing assignments will emphasize careful close reading and formal analysis of these texts in a series of short papers; all four of these papers will be revised. A final group project will draw on the variety of genres studied during the semester to create a class presentation.

Texts: 

• Essays by Oscar Wilde, James Baldwin, Jane Rule, Audre Lorde, Dorothy Allison, Minnie Bruce Pratt, Gloria Anzaldua, Paul Monette, David Sedaris, Carl Phillips, Arturo Islas (please print out from Blackboard site under Course Documents)
• Poems by Shakespeare, Behn, Dickinson, Whitman, Anzaldua, Marilyn Hacker, Carl Philips (also on Blackboard)
• Short stories by E.M. Forster and Radclyffe Hall (also on Blackboard)
• James Baldwin, Giovanni’s Room
• Rita Mae Brown, Rubyfruit Jungle
• Audre Lorde, Zami:  A New Spelling of My Name
• Leslie Feinberg, Stone Butch Blues
• Michael Nava, The Little Death
• Tony Kushner, Angels in America
• Allison Bechdel, Fun Home

Grading:

• Five 250-word blog posts per week (25%)
• Two 5-7 page personal essays, both revised, worth 15% each (30%)
• Five 2-3 page book reviews, worth 5% each (25%)
• Performance as a peer editor (10%)
• Final group project/performance (10%)

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.  

Interdisciplinary topics relating to Women's and Gender Studies.  Seats restricted to WGS MA and Portfolio students during early registration.  Check cross-listings for home departments and originating field of study.

UGS 302 (64550)—First-Year Signature Course-W
FEMINISM NOW
TTH 11-12:30
MAI 220B
Professor Lisa L. Moore (English and Women’s and Gender Studies)
Office hours: TTH 2-3:30 PAR 217 llmoore@mail.utexas.edu

Description
Are you a feminist? Why or why not? In this course, you will learn about the
history and principles of feminism as a social movement, an academic discipline,
and a political theory, and you will have the opportunity to put your own values
into action by creating a community engagement project with a small group of
students. Through reading, research, reflection, writing, and action, we will
discover the ways that feminism can be put to everyday use as well as be a
source of ongoing intellectual challenge. Students can expect to read the
classics of feminist theory, meet feminist scholars on campus, and interact with
community leaders working on gender issues.
The course has several goals: to offer students the opportunity to read classic
and contemporary works of feminist writing; to have students design and execute
a community engagement project; and to improve analytical and critical skills
through writing, discussion, oral presentation and project design.

Interdisciplinary topics relating to Women's and Gender Studies.  Seats restricted to WGS MA and Portfolio students during early registration.  Check cross-listings for home departments and originating field of study.

The Signature Course (UGS 302 and 303) introduces first-year students to the university’s academic community through the exploration of new interests. The Signature Course is your opportunity to engage in college-level thinking and learning.

Please check back for updates.

Interdisciplinary topics relating to Women's and Gender Studies.  Seats restricted to WGS MA and Portfolio students during early registration.  Check cross-listings for home departments and originating field of study.

Interdisciplinary topics relating to Women's and Gender Studies.  Seats restricted to WGS MA and Portfolio students during early registration.  Check cross-listings for home departments and originating field of study.

Please check back for updates.

Interdisciplinary topics relating to Women's and Gender Studies.  Seats restricted to WGS MA and Portfolio students during early registration.  Check cross-listings for home departments and originating field of study.

Interdisciplinary topics relating to Women's and Gender Studies.  Seats restricted to WGS MA and Portfolio students during early registration.  Check cross-listings for home departments and originating field of study.

Interdisciplinary topics relating to Women's and Gender Studies.  Seats restricted to WGS MA and Portfolio students during early registration.  Check cross-listings for home departments and originating field of study.

This course is designed to prepare graduate students in gender studies and the qualitative social sciences to conduct a research project for their master’s theses or similar projects. We will explore a range of research methods and traditions as well as the epistemological assumptions underlying them. We will consider what it means to conduct “feminist” research, as well as the perils and promise of the more participatory research traditions. Some of the research methods we will explore include interviewing, survey research, case studies, textual analysis, and participant observation.

The Thesis or Report is required by the Master's Program.  It represents the final paper or research project that the student creates to culminate their coursework in Women's and Gender Studies. A student must be enrolled in the Thesis or Report course during the semester they intend to graduate.

When registering for the Thesis or Report course, the student must turn in the Thesis/Report Proposal Forms linked below.

The Thesis form is used to link the professor to the online grading system.  This also serves as documentation for faculty supervising the Thesis or Report.  Students should sign up for the Thesis course when they have secured a faculty member to work with them.

http://www.utexas.edu/cola/centers/cwgs/graduate-application/thesis-report.php

Please check back for updates.

This course is designed to prepare graduate students in gender studies and the qualitative social sciences to conduct a research project for their master’s theses or similar projects. We will explore a range of research methods and traditions as well as the epistemological assumptions underlying them. We will consider what it means to conduct “feminist” research, as well as the perils and promise of the more participatory research traditions. Some of the research methods we will explore include interviewing, survey research, case studies, textual analysis, and participant observation.

The Thesis or Report is required by the Master's Program.  It represents the final paper or research project that the student creates to culminate their coursework in Women's and Gender Studies. A student must be enrolled in the Thesis or Report course during the semester they intend to graduate.

When registering for the Thesis or Report course, the student must turn in the Thesis/Report Proposal Forms linked below.

The Thesis form is used to link the professor to the online grading system.  This also serves as documentation for faculty supervising the Thesis or Report.  Students should sign up for the Thesis course when they have secured a faculty member to work with them.

http://www.utexas.edu/cola/centers/cwgs/graduate-application/thesis-report.php

Varies by topic/section.

Interdisciplinary topics relating to Women's and Gender Studies.  Seats restricted to WGS MA and Portfolio students during early registration.  Check cross-listings for home departments and originating field of study.

This course is designed to prepare graduate students in gender studies and the qualitative social sciences to conduct a research project for their master’s theses or similar projects. We will explore a range of research methods and traditions as well as the epistemological assumptions underlying them. We will consider what it means to conduct “feminist” research, as well as the perils and promise of the more participatory research traditions. Some of the research methods we will explore include interviewing, survey research, case studies, textual analysis, and participant observation.